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Cognition and
Social Media:
Blended Learning Strategies in the ASL Classroom




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
What I hope to cover in
forty-five short minutes:



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
• what are we trying to teach? to test?
• what should we be trying to teach?
  or what are best-practice approaches to
  levels of cognition?
• statistically, what are students doing in 2009?
• traditional lecture vs. blended learning
• how can modern ASL teachers better
      leverage social media in the classroom?


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Actual ASL/interpreting
test questions:



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
22 . Who should you learn
                     ASL from?
                     a. Deaf person
                     b. Hearing person
                     c. Skilled signer
                     d. both a & c



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
9. What is this sign?
                a. CAT
                b. FATHER
                c. DEAF
                d. none of the above




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
26. Who does the Code of
                       Ethics protect?
                       a. The d/Deaf person
                       b. The hearing person
                       c. The interpreter
                       d. All of the above



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
What are we evaluating?



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition or testwiseness?



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
What type of cognition are
we aiming for?



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Bloom’s Taxonomy
(1956, revised 2001)




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
higher order
                                                                               learning




                                                                               lower order
                                                                               learning

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom          ©2009 Doug Stringham
creating
                                                                               evaluating
                                                                               analyzing
                                                                               applying
                                                                               understanding
                                                                               remembering
(Anderson & Krathwohl, 2001)

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom          ©2009 Doug Stringham
remembering
                                                                               recognizing, listing,
                                                                               describing, naming,
                                                                               identifying, locating,
                                                                               finding
                                                                               bullet pointing,
                                                                               highlighting, social/
                                                                               bookmarking,
                                                                               searching, Googling




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom             ©2009 Doug Stringham
understanding
                                                                               interpreting,
                                                                               summarizing, inferring,
                                                                               paraphrasing,
                                                                               classifying, comparing,
                                                                               explaining
                                                                               advanced searching,
                                                                               blog journaling,
                                                                               tagging, commenting,
                                                                               annotating, subscribing



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom            ©2009 Doug Stringham
applying
                                                                               implementing, carrying
                                                                               out, using, executing,
                                                                               showing, exhibiting
                                                                               running, loading,
                                                                               playing, operating,
                                                                               hacking, uploading,
                                                                               sharing, editing




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom            ©2009 Doug Stringham
analyzing
                                                                               comparing, organizing,
                                                                               deconstructing,
                                                                               attributing, outlining,
                                                                               finding, structuring,
                                                                               integrating
                                                                               mashing, linking,
                                                                               reverse engineering,
                                                                               cracking




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom            ©2009 Doug Stringham
evaluating
                                                                               checking,
                                                                               hypothesizing, critiquing,
                                                                               experimenting, judging,
                                                                               testing, detecting,
                                                                               monitoring
                                                                               b/vlog commenting,
                                                                               reviewing, posting,
                                                                               moderating, α/β testing
                                                                               networking,
                                                                               collaborating


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom             ©2009 Doug Stringham
creating
                                                                               designing, constructing,
                                                                               planning, producing,
                                                                               inventing, devising,
                                                                               making
                                                                               programming, filming,
                                                                               animating, video/
                                                                               blogging, re/mixing,
                                                                               wiki-ing, publishing,
                                                                               video/podcasting


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom            ©2009 Doug Stringham
What type of cognition are
we aiming for?



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
notional vs. functional



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
“sign X = spoken word Y”?



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
not functional; doesn’t
teach how or why, only what.



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
L2 learners really want
functional knowledge of L2



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
“How do I order a
hamburger?”



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
“What’s the sign for
‘hamburger’?”



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
creating
                                                                               evaluating
                                                                               analyzing
                                                                               applying
                                                                               understanding
                                                                               remembering


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom          ©2009 Doug Stringham
creating
                                                                               evaluating
                                                                               analyzing
                                                                               applying
                                                                               understanding
                                                                               remembering


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom          ©2009 Doug Stringham
Traditional lecture approach


                                synchronous

                                                                                         =
                                       what
                                                                                             lower order
Teacher                        where             who                            Student(s)     learning

                                    notional
                                   cognition

 Cognition and Social Media: Blended Learning Strategies in the ASL Classroom            ©2009 Doug Stringham
Blended learning approach
0110110


                                        a/synchronous

                                                                                          =
                                                        why
                                             how                                              higher order
Teacher                                                                          Student(s)     learning
                                             functional
                                             cognition
   0110110

  Cognition and Social Media: Blended Learning Strategies in the ASL Classroom            ©2009 Doug Stringham
teacher/facilitator +
technology(ies) +
asynchronous learning
possibilities

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Teacher leverages
face-to-face time for
functional learning


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Students can work
asynchronously for
both functional and
notional learning

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Your students already
work this way.



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
70% females vs. 57% males
on social network sites
(Pew Internet & American Life Project, 2004)




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
74% adults, 93% 12–17
year olds use internet
(Pew Internet & American Life Project, 2009)




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
71% of 12–17 year olds
use cellphones
(Pew Internet & American Life Project, 2009)




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
69% using cloud
computing/internet apps
(Pew Internet & American Life Project, 2009)




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
64% of teens
create online content
(Pew Internet & American Life Project, 2009)




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Most teens receive and
expect feedback on the
material they post.
(Pew Internet & American Life Project, 2009)



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Social media tools offer the
opportunity to solicit
feedback and shape
critical conversations.

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
creating
                                                                               designing, constructing,
                                                                               planning, producing,
                                                                               inventing, devising,
                                                                               making
                                                                               programming, filming,
                                                                               animating, video/
                                                                               blogging, re/mixing,
                                                                               wiki-ing, publishing,
                                                                               video/podcasting


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom            ©2009 Doug Stringham
Higher order learning =
greater student retention



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Look at what’s out there now.



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Is this what you want your
students copying, emulating,
and learning from?


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
What is the social web or
social media?



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Social constructivism
Vygotsky



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Social groups collaborate
to create a culture,
knowledge, and learning
artifacts for each other

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Evolution of
Internet discourse:



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Web 1.0 (~1999)                                                  Web 2.0 (~2005)
 read only (passive)                                              read write (participative)
 “professional” packaged                                          “amateur” collaborative
 content                                                          content
 limited user experience                                          rich user experience
 isolated                                                         social
 control; locked down                                             community trust
 owning                                                           sharing
 personal websites                                                blogs

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom         ©2009 Doug Stringham
What kinds of device
technologies?



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Traditional
                                                                               desktop/laptop
                                                                               personal
                                                                               computer




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom      ©2009 Doug Stringham
traditional/
                                                                               enhanced
                                                                               cell phones




                                           iPhone




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom    ©2009 Doug Stringham
gaming hybrids




                                             3G phones



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom          ©2009 Doug Stringham
Internet usage represents a
major shift in educational
psychology and pedagogy.


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
“...[O]n campus, there is fundamental
challenge to...the model of pedagogy.
Specifically, there is a widening gap
between the model of learning offered
by many...universities [schools] and the
natural way that young people who
have grown up digital best learn.”
(Tapscott, 2009)


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
If we’re not familiar with or
using these tools, we’re not
connecting with students.


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
What blended learning
strategies/approaches could
work in an ASL classroom?


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Depends on what level of
learning we’re aiming for.



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
We finally have four-
dimensional learning artifacts.



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Video. Video. Video.



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Asynchronous activities:



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Vlogs (for assignments, quizzes, or tests)



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Storytelling Development
• Pre-select learning objectives
• Based on learning objectives, create rubric for
      grading (“must include X and Y story/prosodic
      elements,” “must be about topic X or Y,” etc.)
• Assigns students a topic and a timeframe to
      complete the assignment
• Students produce and post 2–5 min vlogs
• Arrange immediate feedback loop

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
“Reading” Comprehension
• Pre-select learning objectives
• Based on learning objectives, create rubric
  for grading (“must include X and Y linguistic
  elements,” “must demonstrate X and Y
  prosodic attributes,” etc.)
• Teacher produces story (targeting specific
  linguistic or prosodic aspects)
• Students retell/create the story in a vlog
• Arrange immediate feedback loop

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
How is this beneficial?



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
• multiple opportunities for producing/                                                         why
                                                                                      how
  creating functional language
• allows for consistent evaluation by use of
  rubric for assignment, can give specific
  feedback/recommendations for additional
  work in X, Y, and Z areas
• takes advantage of canvases on which
  they’re already used to producing
• entertaining and fun


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
• allows for broad creativity within specifications
  of the assignment
• less overhead (students produce
  artifacts, not teachers)
• allows teachers to view micro/macro trends
  (what is consistently accurate/not accurate)
• focuses teachers on scaffolding,
  not fingerpointing
• builds higher level functional learning


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
What are the constraints?



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
• prohibitive access to technologies
  (webcams, broadband internet, etc.)
• prohibitive access to social media/
  networking sites: YouTube, Facebook, etc.




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Collaborative classrooms
(for assignments, quizzes, tests, community)




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
facebook.com



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
ning.com



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
google.com



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
ASL101 Homepage




    Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
How is this beneficial?



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
• multiple opportunities for producing/                                                       why
  creating functional language                                                      how

• students already used to producing
  materials in this way
• entertaining and fun
• allows for broad creativity
• less overhead (students produce
  artifacts, not teachers)
• offers opportunities to solicit feedback

Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Testing and evaluations
(for assessing knowledge, constructing
opinions, observing)




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
docs.google.com



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
edublogs.org / blogger.com



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
wikispaces.com



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Synchronous activities:



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
acrobat.com



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Ideas for Adobe Connect Now:
• Take a virtual fieldtrip to Gallaudet University
• Create a signing study group
• Use for mentoring opportunities




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Skype



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
SightSpeed



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
ooVoo



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
tokbox



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Your students have
already shifted to learning
this way.


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Education is not the
filling of a pail, but the
lighting of a fire.
(William Butler Yeats)




Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Let the brainstorming begin.



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Thank you.
dstringham@gmail.com
twitter.com/stringd
linkedin.com/in/dstringham
doug.stringham.net/uvuasl
delicious.com/dsasl



Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Churches, A. (2007). Edorigami, Bloom’s
taxonomy and digital approaches. http://
edorigami.wikispaces.com/Bloom%27s+and
+ICT+tools.
Anderson, L.W., & D. Krathwohl (Eds.) (2001). A
taxonomy for learning, teaching, and assessing:
A revision of Bloom’s taxonomy of educational
objectives. Longman, New York.


Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham
Madden, M. Eating, Thinking and Staying Active
with New Media. Pew Internet & American Life
Project, June 2, 2009, http://www.pewinternet.
org/Presentations/2009/15--Eating-Thinking-
and-Staying-Active-with-New-Media.aspx,
accessed on June 3, 2009.
Tapscott, D. Higher Education Is Stuck in the
Middle Ages—Will Universities Adapt or Die Off
in Our Digital World? Retrieved 16 June 2009
from http://www.alternet.org/module/
printversion/140703
Cognition and Social Media: Blended Learning Strategies in the ASL Classroom   ©2009 Doug Stringham

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Cognition and Social Media: Blended Learning Strategies in the ASL Classroom: June 09 UTASLTA

  • 1. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 2. What I hope to cover in forty-five short minutes: Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 3. • what are we trying to teach? to test? • what should we be trying to teach? or what are best-practice approaches to levels of cognition? • statistically, what are students doing in 2009? • traditional lecture vs. blended learning • how can modern ASL teachers better leverage social media in the classroom? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 4. Actual ASL/interpreting test questions: Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 5. 22 . Who should you learn ASL from? a. Deaf person b. Hearing person c. Skilled signer d. both a & c Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 6. 9. What is this sign? a. CAT b. FATHER c. DEAF d. none of the above Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 7. 26. Who does the Code of Ethics protect? a. The d/Deaf person b. The hearing person c. The interpreter d. All of the above Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 8. What are we evaluating? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 9. Cognition or testwiseness? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 10. What type of cognition are we aiming for? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 11. Bloom’s Taxonomy (1956, revised 2001) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 12. higher order learning lower order learning Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 13. creating evaluating analyzing applying understanding remembering (Anderson & Krathwohl, 2001) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 14. remembering recognizing, listing, describing, naming, identifying, locating, finding bullet pointing, highlighting, social/ bookmarking, searching, Googling Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 15. understanding interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining advanced searching, blog journaling, tagging, commenting, annotating, subscribing Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 16. applying implementing, carrying out, using, executing, showing, exhibiting running, loading, playing, operating, hacking, uploading, sharing, editing Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 17. analyzing comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating mashing, linking, reverse engineering, cracking Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 18. evaluating checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring b/vlog commenting, reviewing, posting, moderating, α/β testing networking, collaborating Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 19. creating designing, constructing, planning, producing, inventing, devising, making programming, filming, animating, video/ blogging, re/mixing, wiki-ing, publishing, video/podcasting Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 20. What type of cognition are we aiming for? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 21. notional vs. functional Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 22. “sign X = spoken word Y”? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 23. not functional; doesn’t teach how or why, only what. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 24. L2 learners really want functional knowledge of L2 Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 25. “How do I order a hamburger?” Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 26. “What’s the sign for ‘hamburger’?” Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 27. creating evaluating analyzing applying understanding remembering Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 28. creating evaluating analyzing applying understanding remembering Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 29. Traditional lecture approach synchronous = what lower order Teacher where who Student(s) learning notional cognition Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 30. Blended learning approach 0110110 a/synchronous = why how higher order Teacher Student(s) learning functional cognition 0110110 Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 31. teacher/facilitator + technology(ies) + asynchronous learning possibilities Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 32. Teacher leverages face-to-face time for functional learning Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 33. Students can work asynchronously for both functional and notional learning Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 34. Your students already work this way. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 35. 70% females vs. 57% males on social network sites (Pew Internet & American Life Project, 2004) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 36. 74% adults, 93% 12–17 year olds use internet (Pew Internet & American Life Project, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 37. 71% of 12–17 year olds use cellphones (Pew Internet & American Life Project, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 38. 69% using cloud computing/internet apps (Pew Internet & American Life Project, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 39. 64% of teens create online content (Pew Internet & American Life Project, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 40. Most teens receive and expect feedback on the material they post. (Pew Internet & American Life Project, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 41. Social media tools offer the opportunity to solicit feedback and shape critical conversations. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 42. creating designing, constructing, planning, producing, inventing, devising, making programming, filming, animating, video/ blogging, re/mixing, wiki-ing, publishing, video/podcasting Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 43. Higher order learning = greater student retention Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 44. Look at what’s out there now. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 45. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 46. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 47. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 48. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 49. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 50. Is this what you want your students copying, emulating, and learning from? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 51. What is the social web or social media? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 52. Social constructivism Vygotsky Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 53. Social groups collaborate to create a culture, knowledge, and learning artifacts for each other Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 54. Evolution of Internet discourse: Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 55. Web 1.0 (~1999) Web 2.0 (~2005) read only (passive) read write (participative) “professional” packaged “amateur” collaborative content content limited user experience rich user experience isolated social control; locked down community trust owning sharing personal websites blogs Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 56. What kinds of device technologies? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 57. Traditional desktop/laptop personal computer Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 58. traditional/ enhanced cell phones iPhone Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 59. gaming hybrids 3G phones Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 60. Internet usage represents a major shift in educational psychology and pedagogy. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 61. “...[O]n campus, there is fundamental challenge to...the model of pedagogy. Specifically, there is a widening gap between the model of learning offered by many...universities [schools] and the natural way that young people who have grown up digital best learn.” (Tapscott, 2009) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 62. If we’re not familiar with or using these tools, we’re not connecting with students. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 63. What blended learning strategies/approaches could work in an ASL classroom? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 64. Depends on what level of learning we’re aiming for. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 65. We finally have four- dimensional learning artifacts. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 66. Video. Video. Video. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 67. Asynchronous activities: Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 68. Vlogs (for assignments, quizzes, or tests) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 69. Storytelling Development • Pre-select learning objectives • Based on learning objectives, create rubric for grading (“must include X and Y story/prosodic elements,” “must be about topic X or Y,” etc.) • Assigns students a topic and a timeframe to complete the assignment • Students produce and post 2–5 min vlogs • Arrange immediate feedback loop Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 70. “Reading” Comprehension • Pre-select learning objectives • Based on learning objectives, create rubric for grading (“must include X and Y linguistic elements,” “must demonstrate X and Y prosodic attributes,” etc.) • Teacher produces story (targeting specific linguistic or prosodic aspects) • Students retell/create the story in a vlog • Arrange immediate feedback loop Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 71. How is this beneficial? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 72. • multiple opportunities for producing/ why how creating functional language • allows for consistent evaluation by use of rubric for assignment, can give specific feedback/recommendations for additional work in X, Y, and Z areas • takes advantage of canvases on which they’re already used to producing • entertaining and fun Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 73. • allows for broad creativity within specifications of the assignment • less overhead (students produce artifacts, not teachers) • allows teachers to view micro/macro trends (what is consistently accurate/not accurate) • focuses teachers on scaffolding, not fingerpointing • builds higher level functional learning Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 74. What are the constraints? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 75. • prohibitive access to technologies (webcams, broadband internet, etc.) • prohibitive access to social media/ networking sites: YouTube, Facebook, etc. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 76. Collaborative classrooms (for assignments, quizzes, tests, community) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 77. facebook.com Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 78. ning.com Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 79. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 80. google.com Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 81. ASL101 Homepage Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 82. How is this beneficial? Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 83. • multiple opportunities for producing/ why creating functional language how • students already used to producing materials in this way • entertaining and fun • allows for broad creativity • less overhead (students produce artifacts, not teachers) • offers opportunities to solicit feedback Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 84. Testing and evaluations (for assessing knowledge, constructing opinions, observing) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 85. docs.google.com Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 86. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 87. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 88. edublogs.org / blogger.com Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 89. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 90. wikispaces.com Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 91. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 92. Synchronous activities: Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 93. acrobat.com Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 94. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 95. Ideas for Adobe Connect Now: • Take a virtual fieldtrip to Gallaudet University • Create a signing study group • Use for mentoring opportunities Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 96. Skype Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 97. SightSpeed Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 98. ooVoo Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 99. tokbox Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 100. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 101. Your students have already shifted to learning this way. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 102. Education is not the filling of a pail, but the lighting of a fire. (William Butler Yeats) Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 103. Let the brainstorming begin. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 105. Churches, A. (2007). Edorigami, Bloom’s taxonomy and digital approaches. http:// edorigami.wikispaces.com/Bloom%27s+and +ICT+tools. Anderson, L.W., & D. Krathwohl (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman, New York. Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham
  • 106. Madden, M. Eating, Thinking and Staying Active with New Media. Pew Internet & American Life Project, June 2, 2009, http://www.pewinternet. org/Presentations/2009/15--Eating-Thinking- and-Staying-Active-with-New-Media.aspx, accessed on June 3, 2009. Tapscott, D. Higher Education Is Stuck in the Middle Ages—Will Universities Adapt or Die Off in Our Digital World? Retrieved 16 June 2009 from http://www.alternet.org/module/ printversion/140703 Cognition and Social Media: Blended Learning Strategies in the ASL Classroom ©2009 Doug Stringham